Non-verbal reasoning ability and academic achievement as moderators of the relation between adverse life events and emotional and behavioural problems in early adolescence: the importance of moderator and outcome specificity
Non-verbal reasoning ability and academic achievement as moderators of the relation between adverse life events and emotional and behavioural problems in early adolescence: the importance of moderator and outcome specificity
This study was carried out to model the functional form of the effect of contextual risk (number of adverse life events) on emotional and behavioural problems in early adolescence, and to test how intelligence and academic achievement compare as moderators of this effect. The effect of number of adverse life events on emotional and behavioural problems was non-quadratic. Intelligence rather than academic achievement moderated the association between contextual risk and children's emotional and behavioural problems. However, the interaction effect was significant only on peer problems. These findings suggest that both moderator and outcome specificity should be considered when evaluating the role of intellectual competence in the association between contextual risk and children's emotional and behavioural problems.
academic achievement, adverse life events, contextual risk, emotional and behavioural problems, non-verbal reasoning ability, early adolescence, multivariate response models
42-52
Flouri, Eirini
551bd46e-a001-4f0a-a6cc-8e4d0a69442b
Tzavidis, Nikos
431ec55d-c147-466d-9c65-0f377b0c1f6a
June 2011
Flouri, Eirini
551bd46e-a001-4f0a-a6cc-8e4d0a69442b
Tzavidis, Nikos
431ec55d-c147-466d-9c65-0f377b0c1f6a
Flouri, Eirini and Tzavidis, Nikos
(2011)
Non-verbal reasoning ability and academic achievement as moderators of the relation between adverse life events and emotional and behavioural problems in early adolescence: the importance of moderator and outcome specificity.
Child Psychiatry & Human Development, 42 (1), .
(doi:10.1007/s10578-010-0201-6).
(PMID:20730483)
Abstract
This study was carried out to model the functional form of the effect of contextual risk (number of adverse life events) on emotional and behavioural problems in early adolescence, and to test how intelligence and academic achievement compare as moderators of this effect. The effect of number of adverse life events on emotional and behavioural problems was non-quadratic. Intelligence rather than academic achievement moderated the association between contextual risk and children's emotional and behavioural problems. However, the interaction effect was significant only on peer problems. These findings suggest that both moderator and outcome specificity should be considered when evaluating the role of intellectual competence in the association between contextual risk and children's emotional and behavioural problems.
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Published date: June 2011
Keywords:
academic achievement, adverse life events, contextual risk, emotional and behavioural problems, non-verbal reasoning ability, early adolescence, multivariate response models
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Local EPrints ID: 181915
URI: http://eprints.soton.ac.uk/id/eprint/181915
ISSN: 0009-398X
PURE UUID: d8a5896e-8062-4c09-94b3-668c5691a4c0
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Date deposited: 26 Apr 2011 08:52
Last modified: 15 Mar 2024 03:11
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Author:
Eirini Flouri
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